In 1966, the Supremes became the first all-female group to have an album hit number one.

The members of the Supremes—Diana Ross, Mary Wilson and Florence Ballard—met in a housing project in Detroit as teenagers. Their first band—the Primettes—was signed by Motown Records in 1961, and their name was changed to the Supremes. The early 1960s saw the rise of the civil rights movement, and as American society began to better integrate, African-American artists began to enjoy even wider popularity. In 1964, the same year the first of two landmark civil rights bills passed, the Supremes scored their first hit with the song Where Did Our Love Go. Following this success, the members of the Supremes began increasingly to symbolize strong, independent Black women, making regular appearances on popular national television programs such as The Tonight Show and The Ed Sullivan Show. Some of their other well-known hits include Stop! In the Name of Love and Back in My Arms Again.

ARTSEDGE
In Learning from Lyrics (9–12), students research contemporary songs, including alternative, country, metal, pop, rap and rock music, to study current social issues. They deliver oral presentations, using factual data, graphics and other media to interpret the song lyrics. 

Illuminations
Focusing on Retention (3–5) is one of a seven-part unit titled It's in the Cards. By playing card games and singing skip-counting songs, students practice multiplication facts. Students modify their personal multiplication chart to record facts as they memorize them.

ReadWriteThink
In Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges (3–5), picture books are used to invite students to engage in critical discussion of complex issues of race, class and gender. The selection of books challenges students to confront the injustice of social barriers that separate human beings from one another and to examine the role of prejudice and stereotypes in sustaining these barriers.

EconEdLink
In Music, Maestro, Please: Show Business and the Factors of Production (3–5), students explore the differences between capital, natural and human resources and the important role that each plays as a productive resource. This lesson incorporates an interactive student activity and links to a variety of Web resources.

Science NetLinks
Although many public schools across America are cutting their music programs, a number of studies suggest that music classes can benefit children not only culturally, but intellectually as well. The Science Update Music & IQ (6–12) discusses the latest research.